Students 4 Best Evidence as a digital Problem-Based Learning method to improve Evidence-Based Practice competencies in undergraduate physiotherapy students: an observational study

2020 ◽  
pp. bmjebm-2020-111395
Author(s):  
Chiara Arienti ◽  
Stefano Giuseppe Lazzarini ◽  
Joel Pollet ◽  
Stefano Negrini
Keyword(s):  
Online Community ◽  
Healthcare Professionals ◽  
Evidence Based Practice ◽  
Quality Care ◽  
Problem Based Learning ◽  
Essential Element ◽  
Evidence Based ◽  
Professional Students ◽  
Research Students ◽  
Physiotherapy Students

BackgroundEvidence-based practice (EBP) is an essential element in the delivery of high-quality care and healthcare professionals make clinical decisions based on the best available research. Experts and international organisations have emphasised the need for healthcare professionals to possess adequate competencies for EBP. An EBP learning laboratory has been established at an Italian university to educate medical and other health professional students in the use of evidence in clinical practice and research. Students 4 Best Evidence (S4BE) is an online community of students from around the world, from school age to university, who are interested in learning more about EBP. As well as featuring a library of learning resources, the site also provides a platform for students to write their own blogs.ObjectivesThe aim of this study is to evaluate the effectiveness of an EBP laboratory, using S4BE as an educational tool, to teach EBP competencies to undergraduate physiotherapy students.DesignWe ran an observational pretest and post-test study.Participants and settingThe sample included 121 students completing a bachelor’s degree in Physiotherapy at an Italian University.InterventionThe intervention consisted of using the S4BE platform as the digital Problem-Based Learning (DPBL) method to teach EBP competencies.Main outcome measuresResultsThe students showed a significant improvement in all domains (p<0.001), except in the sympathy domain, where the percentage score decreased from 71% to 60%. The best improvements were reached in terminology (54% to 65%) and in practice (41% to 55%) domains.ConclusionThis study proposed an effective educational protocol, based on a DPBL approach, using S4BE as a digital technology tool. Further research is needed to test the effectiveness of this educational protocol compared with traditional learning methods for physiotherapy students.Trial registration numberNCT03707119.

scholarly journals Perceptions and Attitudes towards Evidence Based Practice among Nurses and Nursing Students in Nepal

2017 ◽  
Vol 13 (4) ◽  
pp. 308-315 ◽  
Author(s):  
S. Karki ◽  
R. Acharya ◽  
H. Budhwani ◽  
P. Shrestha ◽  
P. Chalise ◽  
...  
Keyword(s):  
Nursing Students ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Study Objective ◽  
Knowledge And Skills ◽  
Professional Students ◽  
Positive Attitudes ◽  
Perceptions And Attitudes

Background As the evidence based practice (EBP) movement expands, there is a need for health leaders and educators in each country to assess the extent to which health professional students and practitioners are prepared to locate, evaluate, and apply evidence to guide their practice.Objective The study objective was to explore nurses’ and nursing students’ perceptions and attitudes towards EBP.Method This was a descriptive cross-sectional survey administered to all 273 nurses and nursing students from Nepal who attended an EBP conference. The survey instrument that was used by Majid in Singapore was adapted for use in this study with permission from the author.Result In total, 121 nurses participated in the study. The majority (93%) of respondents reported that they had no previous training in EBP. The respondents’ perceptions of their EBP knowledge and skills were variable, but most of them demonstrated positive attitudes toward EBP. Respondents identified a number of barriers that limit the implementation of EBP in Nepal. The greatest barriers were lack of time and resources, difficulty understanding research articles and translating the findings to practice, and limited autonomy to change practice based on evidence.Conclusion Although respondents had positive attitudes towards EBP, their knowledge and skills were limited and barriers to implementation existed. Nursing faculty can use the findings to guide implementation of EBP into curricula, and nursing administrators and clinicians can use the findings to guide practice to promote EBP.

scholarly journals Development of a Consumer Engagement Framework

2016 ◽  
Vol 11 (1) ◽  
pp. 46-49
Author(s):  
Lucylynn Lizarondo ◽  
Kate Kennedy ◽  
Debra Kay
Keyword(s):  
Healthcare Professionals ◽  
Evidence Based Practice ◽  
International Association ◽  
Model Development ◽  
Evidence Based ◽  
Strategic Partnerships ◽  
Consumer Engagement ◽  
Policy Makers ◽  
Australian Health ◽  
Group Experience

Objective: The purpose of this project was to develop a Consumer Engagement Model to plan for effective baby boomer engagement to inform policy makers in the healthcare system. This is the first stage of that process. Design: Initial model development for healthcare systems based on literature review and author group experience in evidence-based practice and research, and consumer advocacy and engagement. Setting and population: South Australian health and community service systems, and healthcare professionals that work with baby boomers. Findings: To develop an evidence-based Consumer Engagement Plan, it is recommended that policy makers undertake the four steps outlined in this document to design a question, determine consumer and community segments and scope of engagement, determine the breadth and depth of engagement and address the implications, assess risk and develop strategic partnerships to ensure the Plan is evidencebased,reasonable and achievable. Conclusions: We believe this process provides a framework for planning consumer engagement and for implementation, monitoring, evaluation and review of consumer engagement for policy excellence. We propose to undertake a validation of the model thus populating the model with examples of practice-based strategies and revising the model accordingly. Abbreviations: EBP – Evidence-Based Practice; IAP2 – International Association of Public Participation; PIO – Patient Intervention and Outcome.

A conceptual approach to practitioners’ health information literacy

2016 ◽  
Vol 44 (2) ◽  
pp. 178-190
Author(s):  
Ann Hallyburton
Keyword(s):  
Health Literacy ◽  
Health Information ◽  
Information Literacy ◽  
Healthcare Professionals ◽  
Evidence Based Practice ◽  
Information Behavior ◽  
Evidence Based ◽  
Research Information ◽  
Content Type ◽  
Information Behaviors

Purpose The purpose of this paper is to examine healthcare professionals’ own health literacy through the lenses of information behavior and evidence-based practice. These practitioners’ health information literacy is critical to client care. Design/methodology/approach This conceptual paper applies general and professional-specific models of information behavior and issues of bias to methods in which healthcare practitioners seek, evaluate and use research information within professional practice. Findings Case examples from library, medical and the broader healthcare literature are used to explore ways in which care professionals’ information behaviors align with or deviate from information behavior models and the role of different types of bias in their information behavior. Adaption of evidence-based practice precepts, already familiar to healthcare professionals, is proposed as a method to improve practitioners’ health information literacy. Originality/value Explorations of “health literacy” have primarily focused on healthcare consumers’ interactions with basic health information and services. The health literacy (and health information literacy) of care practitioners has received much less attention. By gaining a greater understanding of how information behaviors intersect with healthcare practitioners’ own health literacy, the librarians and educators who serve future and current care professionals can offer more informed information literacy instruction, enabling practitioners to provide improved patient care.

scholarly journals Navigating Terminology and Promoting Evidence-Based Practice for Child Language Disorders: Challenges and Solutions for Educators

2019 ◽  
Vol 42 (1) ◽  
pp. 58-64
Author(s):  
Kristen R. Victorino ◽  
Nicole M. Magaldi
Keyword(s):  
Scientific Literature ◽  
Evidence Based Practice ◽  
Child Language ◽  
Problem Based Learning ◽  
Language Disorders ◽  
Evidence Based ◽  
Pedagogical Approach ◽  
Structured Model ◽  
Diagnostic Labels ◽  
Successful Employment

Diagnostic labels for children with primary, or otherwise unexplained, language disorders range across settings and within the scientific literature. Among other problems, this lack of agreement creates difficulty with the successful employment of evidence-based practice. This article reviews the evolving terminology and addresses issues of inconsistency with a particular focus on instructional opportunities for students in Communication Sciences and Disorders (CSD). The pedagogical approach of problem-based learning (PBL) is well suited to this challenge; a structured model for instruction is reviewed and specific guidelines for educators are suggested.

scholarly journals Effectiveness of an Evidence-Based Practice Educational Intervention among School Nurses

2020 ◽  
Vol 17 (11) ◽  
pp. 4063
Author(s):  
Pei-Lin Hsieh ◽  
Sue-Hsien Chen
Keyword(s):  
Self Efficacy ◽  
Primary Schools ◽  
Flipped Classroom ◽  
Evidence Based Practice ◽  
Quality Care ◽  
School Nurses ◽  
Evidence Based ◽  
Learning Technology ◽  
Post Test

The evidence-based practice (EBP) approach to high-quality care is designed to improve patient outcomes. However, little research has been conducted to determine how EBP is adopted and implemented among school nurses in Taiwan. This study evaluated an EBP training program implemented among school nurses in Taiwan to determine whether and how effectively it improved their knowledge levels, attitudes, skills, and self-efficacy. A pretest-posttest research design was employed. Participants were recruited via convenience sampling from among 193 primary schools throughout Tao-Yuan and New Taipei City in Taiwan. The EBP program implemented both mobile learning technology and the flipped classroom format. The learning outcomes were evaluated before, immediately after, and at a 3-month follow-up. In this regard, the data were collected using the School Nurse Evidence-Based Practice Questionnaire. The results showed that the participant scores for the items of knowledge and self-efficacy significantly increased over the study period. Somewhat differently, scores for the skill items significantly increased from the pre-test to the immediate post-test, but significantly decreased from the immediate post-test to the final follow-up. Overall, however, the EBP program led to marked improvements in knowledge, skills, and self-efficacy. These findings can help guide the development of a creative evidence-based school nursing curriculum.

Development of the Massachusetts School Nurse Research Network (MASNRN): A Practice-Based Research Network to Improve the Quality of School Nursing Practice

2007 ◽  
Vol 23 (2) ◽  
pp. 65-72 ◽  
Author(s):  
Judith A. Vessey ◽  
Keyword(s):  
Nursing Practice ◽  
Evidence Based Practice ◽  
Quality Care ◽  
School Nurse ◽  
Research Network ◽  
School Nursing ◽  
Evidence Based ◽  
Nurse Research ◽  
Network Maintenance ◽  
Practice Based Research

When school nurses embrace evidence-based practice (EBP), higher-quality care is provided to students, their families, and the larger community. Despite this, school nursing has been slow to embrace EBP. Practice-Based Research Networks (PBRNs), which capitalize on the combined strengths of clinicians and researchers to study clinical questions, are one approach to overcoming barriers towards advancing evidence-based practice (EBP) in school nursing. This article will briefly review EBP and PBRNs. The development of Massachusetts School Nurse Research Network (MASNRN), a PBRN designed to investigate health issues common across schools and to validate school nursing practice, will then be described. Details regarding MASNRN’s mission, governance, communications systems, staffing, and network maintenance and funding will be explicated. MASNRN can serve as a model for PBRN development within the broader school nursing community.

Writing for Publication: Supporting the Neonatal Nurse Practitioner Student

2006 ◽  
Vol 25 (2) ◽  
pp. 75-76
Author(s):  
Carol Trotter ◽  
Lynn Rasmussen
Keyword(s):  
Health Care ◽  
Chronic Illness ◽  
Nurse Practitioner ◽  
Health Care Professionals ◽  
Informal Education ◽  
Nursing Practice ◽  
Evidence Based Practice ◽  
Essential Element ◽  
Evidence Based ◽  
Writing For Publication

THE QUESTION POSED TO PARTICIPANTS AT THE International Academy of Nurse Editors (INANE) was “Why don’t nurses write for publication?” The answer that surfaced throughout the discussions was because nurses never learned why and how to write professional manuscripts.1 It is our belief that authorship should be part of the curriculum of every advanced practice nursing (APN) program. Four articles published in this issue of Neonatal Network® were written by University of Missouri-Kansas City (UMKC) Neonatal Nurse Practitioner (NNP) students as part of their required course work. Neonatal Network® has chosen to highlight these student writers in an effort to encourage all neonatal nurses to consider this opportunity and to encourage faculty to incorporate this activity into their curricula for APNs. Sharing one’s knowledge and expertise is an essential element of advanced nursing practice and provides the opportunity to enhance the science of nursing practice. By writing for publication, students work toward achieving the following recently published Acute Care NP Competencies:2• Integrates research to promote evidence-based practice for patients with acute, critical, and chronic illness.• Participates in formal and informal education provided to other health care professionals to promote positive outcomes during complex acute, critical, and chronic illness.• Contributes to the knowledge base of the health care community through research, presentations, publications, and involvement in professional organizations.• Promotes valuing lifelong learning and evidence-based practice while continually acquiring knowledge and skills needed to address questions arising in practice to improve patient care.

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